Psychological Studies

, Volume 58, Issue 2, pp 164–170 | Cite as

Music Training and Second-Language English Comprehension and Vocabulary Skills in Indian Children

Assessment

Abstract

This study examined the second-language (L2) English abilities of musically trained and untrained primary school children. Participants were tested on the verbal subscales of the Malin’s Intelligence Scale for Indian Children (MISIC) and an English word-reading test. The musically trained participants performed significantly better on the tests of comprehension and vocabulary. This result is in line with the view that music and language share processing resources, as a result of which transfer of learning takes place. When the scores of participants with Indian Classical music training were compared with the scores of the untrained group, the comprehension and vocabulary advantage persisted, indicating that the L2 advantage was not simply an artefact of increased language familiarity that is likely to arise from Western music training.

Keywords

Music training Music Child language Second language Vocabulary Comprehension Cognitive transfer 

References

  1. Anvari, S. H., Trainor, L. J., Woodside, J., & Levy, B. A. (2002). Relations among musical skills, phonological processing, and early reading ability in preschool children. Journal of Experimental Child Psychology, 83, 111–130.PubMedCrossRefGoogle Scholar
  2. Besson, M., Schon, D., Moreno, S., Santos, A., & Magne, C. (2007). Influence of musical expertise and musical training on pitch processing in music and language. Restorative Neurology and Neuroscience, 25, 399–410.PubMedGoogle Scholar
  3. Bialystok, E., & DePape, A.-M. (2009). Musical expertise, bilingualism, and executive functioning. Journal of Experimental Psychology: Human Perception and Performance, 35, 565–574.Google Scholar
  4. Brandler, S., & Rammsayer, T. H. (2003). Differences in mental abilities between musicians and non-musicians. Psychology of Music, 31, 123–138.CrossRefGoogle Scholar
  5. Butzlaff, R. (2000). Can music be used to teach reading? Journal of Aesthetic Education, 34(3/4), 167–178.CrossRefGoogle Scholar
  6. Chamorro-Premuzic, T., & Furnham, A. (2005). Personality and intellectual competence. New Jersey: Lawrence Erlbaum Associates.Google Scholar
  7. Chan, A. S., Ho, Y. C., & Cheung, M. C. (1998). Music training improves verbal memory. Nature, 396, 128.PubMedCrossRefGoogle Scholar
  8. Corrigall, K. A., & Trainor, L. J. (2011). Associations between length of music training and reading skills in children. Music Perception, 29, 147–155.CrossRefGoogle Scholar
  9. Dege, F., & Schwarzer, G. (2011). The effect of a music program on phonological awareness in preschoolers. Frontiers in Psychology, 2, 124. doi:10.3389/fpsyg.2011.00124.PubMedCrossRefGoogle Scholar
  10. Degé, F., Kubicek, C., & Schwarzer, G. (2011). Music lessons and intelligence: a relation mediated by executive functions. Music Perception: An Interdisciplinary Journal, 29, 195–201.CrossRefGoogle Scholar
  11. Forgeard, M., Winner, E., Norton, A., & Schlaug, G. (2008). Practicing a musical instrument in childhood is associated with enhanced verbal ability and nonverbal reasoning. PLoS One, 3(10), e3566. doi:10.1371/journal.pone.0003566.PubMedCrossRefGoogle Scholar
  12. Franklin, M. S., Rattray, K., Moore, K. S., Moher, J., Yip, C., & Jonides, J. (2008). The effects of musical training on verbal memory. Psychology of Music, 36, 353–365.CrossRefGoogle Scholar
  13. Gromko, J. E. (2005). The effect of music instruction on phonemic awareness in beginning readers. Journal of Research in Music Education, 53(3), 199–209.Google Scholar
  14. Hannon, E. E., & Trainor, L. J. (2007). Music acquisition: effects of enculturation and formal training on development. Trends in Cognitive Sciences, 11, 466–472.PubMedCrossRefGoogle Scholar
  15. Ho, Y., Cheung, M., & Chan, A. S. (2003). Music training improves verbal but not visual memory: cross-sectional and longitudinal explorations in children. Neuropsychology, 17, 439–450.PubMedCrossRefGoogle Scholar
  16. Jakobson, L. S., Cuddy, L. L., & Kilgour, A. R. (2003). Time tagging: a key to musicians’ superior memory. Music Perception, 20, 307–313.CrossRefGoogle Scholar
  17. Kinney, D. W. (2008). Selected demographic variables, school music participation, and achievement test scores of urban middle school students. Journal of Research in Music Education, 56, 145–161.CrossRefGoogle Scholar
  18. Kinney, D. W. (2010). Selected nonmusic predictors of urban students’ decisions to enroll and persist in middle school band programs. Journal of Research in Music Education, 57, 334–350.CrossRefGoogle Scholar
  19. Klinedinst, R. E. (1991). Predicting performance achievement and retention of fifth-grade instrumental students. Journal of Research in Music Education, 39, 225–238.CrossRefGoogle Scholar
  20. Magne, C., Schon, D., & Besson, M. (2006). Musician children detect pitch violations in both music and language better than nonmusician children: behavioral and electrophysiological approaches. Journal of Cognitive Neuroscience, 18, 199–211.PubMedCrossRefGoogle Scholar
  21. Malin, A. J. (1969). Manual for Malin’s intelligence scale for Indian children. Lucknow: Indian Psychological Corporation.Google Scholar
  22. Marques, C., Moreno, S., Castro, S. L., & Besson, M. (2007). Musicians detect pitch violation in a foreign language better than non-musicians: behavioural and electrophysiological evidence. Journal of Cognitive Neuropsychology, 19, 1453–1463.Google Scholar
  23. Milovanov, R., Huotilainen, M., Valimaki, V., Esquef, P. A., & Tervaniemi, M. (2008). Musical aptitude and second language pronunciation skills in school-aged children: neural and behavioral evidence. Brain Research, 1194, 81–89.PubMedCrossRefGoogle Scholar
  24. Milovanov, R., Pietila, P., Tervaniemi, M., & Esquer, P. A. A. (2010). Foeign language pronunciation skills and musical aptitude: a study of Finnish adults with higher education. Learning and Individual Differences, 20, 56–60.CrossRefGoogle Scholar
  25. Moreno, S., & Besson, M. (2005). Influence of musical training on pitch processing: event-related brain potential studies of adults and children. Annals of the New York Academy of Sciences, 1060, 93–97.PubMedCrossRefGoogle Scholar
  26. Moreno, S., Marques, C., Santos, A., Santos, M., Castro, S. L., & Besson, M. (2009). Musical training influences linguistic abilities in 8-year-old children: more evidence for brain plasticity. Cerebral Cortex, 19, 712–723.PubMedCrossRefGoogle Scholar
  27. Moreno, S., Bialystok, E., Barac, R., Schellenberg, E. G., Cepeda, N., & Chau, T. (2011). Short-term music training enhances verbal intelligence and executive function. Psychological Science, 22, 1425–1433.PubMedCrossRefGoogle Scholar
  28. Moreno, S., Friesen, D., & Bialystok, E. (2011). Effect of music training on promoting preliteracy skills: preliminary causal evidence. Music Perception, 29, 165–172.CrossRefGoogle Scholar
  29. Parbery-Clark, A., Skoe, E., & Kraus, N. (2009). Musical experience limits the degradative effects of background noise on the neural processing of sound. Journal of Neuroscience, 29, 14100–14107.PubMedCrossRefGoogle Scholar
  30. Parbery-Clark, A., Skoe, E., Lam, C., & Kraus, N. (2009). Musician enhancement for speech in noise. Ear and Hearing, 30, 653–661.PubMedCrossRefGoogle Scholar
  31. Petitto, L. (2008). Arts eduation, the brain, and language. In B. Rich & C. Asbury (Eds.), Learning, arts, and the brain: The Dana Consortium report on arts and cognition (pp. 93–104). New York/Washington: The Dana Foundation.Google Scholar
  32. Piro, J. M., & Oritz, C. (2009). The effect of piano lessons on the vocabulary and verbal sequencing skills of primary grade students. Psychology of Music, 37, 325–347.CrossRefGoogle Scholar
  33. Posedel, J., Emery, L., Souza, B., & Fountain, C. (2012). Pitch perception, working memory, and second-language phonological production. Psychology of Music, 40, 508–517.CrossRefGoogle Scholar
  34. Schellenberg, E. G. (2004). Music lessons enhance IQ. Psychological Science, 15, 511–514.PubMedCrossRefGoogle Scholar
  35. Schellenberg, E. G. (2006). Long-term positive associations between music lessons and IQ. Journal of Educational Psychology, 98, 457–468.CrossRefGoogle Scholar
  36. Schellenberg, E. G. (2011). Examining the association between musc lessons and intelligence. British Journal of Psychology, 102, 283–302.PubMedCrossRefGoogle Scholar
  37. Schellenberg, E.G., & Corrigall, K.A. (July, 2012). Music training, personality, and IQ. Paper presented at the International Conference on Music Perception and Cognition. Thessaloniki, Greece.Google Scholar
  38. Schellenberg, E. G., & Moreno, S. (2010). Music lessons, pitch processing and g. Psychology of Music, 38, 209–221.CrossRefGoogle Scholar
  39. Schellenberg, E. G., & Peretz, I. (2008). Music, language and cognition: unresolved issues. Trends in Cognitive Sciences, 12, 45–46.PubMedCrossRefGoogle Scholar
  40. Schon, D., Magne, C., & Besson, M. (2004). The music of speech: music training facilitates pitch processing in both music and language. Psychophysiology, 41, 341–349.PubMedCrossRefGoogle Scholar
  41. Schonell, F. J., & Schonell, F. E. (1950). Diagnostic and attainment testing: Including a manual of tests, their nature, use, recording and interpretation. Edinburgh: Oliver and Boyd.Google Scholar
  42. Slevc, L. R., & Miyake, A. (2006). Individual differences in second-language proficiency. Does musical ability matter? Psychological Science, 17, 675–681.PubMedCrossRefGoogle Scholar
  43. Standley, J. M. (2008). Does music instruction help children learn to read? Evidence of a meta-analysis. Update: Applications of Research in Music Education, 27(1), 17–32. doi:10.1177/8755123308322270.CrossRefGoogle Scholar
  44. Strait, D. L., & Kraus, N. (2011). Can you hear me now? Musical training shapes functional brain networks for selective auditory attention and hearing speech in noise. Frontiers in Psychology, 2, 113. doi:10.3389/fpsyg.2011.00113.PubMedCrossRefGoogle Scholar
  45. Subramaniam, L., & Subramaniam, V. (1999). Euphony: Indian classical music. Madras: East–west Books.Google Scholar
  46. Thompson, W. F., Schellenberg, E. G., & Husain, G. (2004). Decoding speech prosody: do music lessons help? Emotion, 4, 46–64.PubMedCrossRefGoogle Scholar
  47. Tierney, A. T., Bergeson, T. R., & Pisoni, D. B. (2008). Effects of early musical experience on auditory sequence memory. Empirical Musicology Review, 3(4), 178–186.PubMedGoogle Scholar
  48. Vaughn, K., & Winner, E. (2000). SAT scores of students who study the arts: what we can and cannot conclude about the association. Journal of Aesthetic Education, 34(3/4), 77–89.CrossRefGoogle Scholar
  49. White, K. R. (1982). The relation between socioeconomic status and academic achievement. Psychological Bulletin, 91, 461–481.CrossRefGoogle Scholar
  50. Wong, P. C. M., Skoe, E., Russo, N. M., Dees, T., & Kraus, N. (2007). Musical experience shapes human brainstem encoding of linguitsic pitch patterns. Nature Neuroscience, 10, 420–422.PubMedGoogle Scholar

Copyright information

© National Academy of Psychology (NAOP) India 2013

Authors and Affiliations

  1. 1.Department of PsychologyChrist UniversityBangaloreIndia
  2. 2.Department of PsychologyUniversity of TorontoMississaugaCanada

Personalised recommendations